► In agrarian societies, HIV/AIDS extends far beyond the realm of healthcare into agricultural production and food security as well. Namibia is a developing country with…
(more)

▼ In agrarian societies, HIV/AIDS extends far beyond the realm of healthcare into agricultural production and food security as well. Namibia is a developing country with a large portion of its population involved in agriculture; the average HIV/AIDS infection rate of 21.3% in the country leaves a large portion of agricultural workers living with or affected by HIV/AIDS. The purpose of this study was to further evaluate the impact of HIV/AIDS on national and community level food security in northern Namibia by ascertaining the perceptions and experiences of local farmers living with HIV/AIDS. In addition, this research aims to define the specific training needs for this population, and to identify possible barriers to access. Four focus groups and four key informant interviews were conducted in northern Namibia, and participants were asked a variety of questions relating to People Living with HIV/AIDS (PLWHA) in agriculture. Qualitative analysis drew out prevailing themes and ideas from the data. This study found that there is a greater need for HIV/AIDS specific education and programs targeted to HIV/AIDS infected agrarian workers. Additionally this study found there were barriers to education present in the current system, and identified needs for joint programming initiatives between the ministries of health and agriculture.
Advisors/Committee Members: Wingenbach, Gary (advisor), Lindner, James (committee member), Hoyle, John (committee member).

► The focus of this study was on hiring practices in Texas school districts of over 500 students containing ethnic minority students as the majority of…
(more)

▼ The focus of this study was on hiring practices in Texas school districts of over
500 students containing ethnic minority students as the majority of the student
population. It examined differences between the practices of districts with ethnic
minority teachers as the majority of the teaching population as compared to districts
with ethnic minority teachers as the minority of the teaching population. The study
compares the role and title of human resource administrators, method of attracting a
candidate pool, and if a formal statement of intent to hire a diverse staff existed.
Surveys were mailed to human resource administrators in 227 Texas school
districts. The following practices have been observed at a statistically significant
level: There is an administrator responsible for teacher recruitment employed 100%
for human resources and that individual does not have the title ?Superintendent.?
There is a formal statement of intent to have a diverse or reflective staff. Posting job
vacancies through local newspapers and major statewide universities were the
methods used by a statistically significantly higher proportion of districts with a
diversified staff. Posting at the Texas Education Agency Service was used by a statistically significant higher proportion of districts where the teacher population is
less diverse and reflective of the student population. In districts where the teacher
population is more diverse and reflective of the student population, there is a
significantly lower proportion of districts that utilize statewide universities in
recruiting and obtaining a pool of candidates to hire. The difference between the
proportions of districts that utilized all other types of specific postings, including
technological methods listed in this observational study, was not statistically
significant.
The traditional practices of hiring teachers for our school systems must change to
reflect the pluralistic society of today. The findings of this research support that
leadership, as expressed by a clear mission statement with intent to hire a reflective
staff and the assignment of an administrator whose sole responsibility is for human
resources, can and will overcome barriers toward hiring a reflective staff.
Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (committee member), Murguia, Edward (committee member), Zellner, Luana (committee member).

► The purpose of this study was to identify important educational goals and valid and feasible outcome measures that could be used in the design and…
(more)

▼ The purpose of this study was to identify important educational goals and valid and feasible outcome measures that could be used in the design and development of campus based service-learning programs. The study was designed to utilize the consensus of a panel of experts responsible for the administration notable college or university campus-based service-learning programs. In addition to responding to questionnaires that indicated the perceived importance of the identified goals, followed by the validity and feasibility of the identified outcome measures, the selected panelists were asked to identify potential problems associated with using the outcome measures. The findings may be useful in understanding which goals and outcome measures would be most valuable in the design and development of a campus based service-learning program.
Utilizing the Delphi method, three structured questionnaires designed by the researcher were used to collect responses by the identified experts. The first questionnaire included important core goals and related outcome measures for campus-based service-learning centers as identified through an extensive review of the literature and constructed based on sequential reasoning. After each set of outcome measures, respondents were asked to evaluate each goal according to their perceived importance, and each outcome measure according to their perceived validity and feasibility using Likert-type scales. The panelists were then asked to identify potential problems associated with using the outcome measures and suggest additional outcome measures. A second and third questionnaire was distributed to the panel members, with
a summary of responses from the previous round. Panel members were asked to review their individual response in comparison to the group mean score and reevaluate their response if it fell outside the interquartile range (IQR) of the combined response ratings. Responses stabilized following round three and the process ended. Statistical analysis of inter-rater agreement and agreement between rounds was done to determine if the Delphi process was successful in promoting consensus on ratings. A final review of ratings of goals and outcome measures was used to identify the important goals and the outcome measures identified with the highest validity and feasibility ratings. In addition, panelist comments were used to interpret final ratings.
Advisors/Committee Members: Hoyle, John (advisor), Peck-Parrott, Kelli (committee member), Stanley, Christine (committee member), Welch, Ben (committee member).

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Price JK. Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3147

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Educators are frequently faced with the challenges of politics, hostility, selfishness, and violence; it is unwise to think that the principal is the only one…
(more)

▼ Educators are frequently faced with the challenges of politics, hostility, selfishness,
and violence; it is unwise to think that the principal is the only one providing leadership
for school improvement. Thus a distributed perspective of leadership urges us to take
leadership practice as the focus of interest and address both teachers and administrators
as leaders.
The purpose of this descriptive statistical study was to explore principals?
leadership practices as perceived by teacher leaders and its possible affect to student
achievement. Data were collected by using the Leadership Practices Inventory (LPI)
(self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders
to determine the leadership practices of the principals in Region VI, Texas. Also,
statewide assessment data available from three school years (2004-2006) were obtained
from the Academic Excellence Indicator System (AEIS) report. In order to answer
research questions one to four, descriptive statistics including frequency, percentage,
mean and standard deviation were calculated for the LPI results.
The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions
were drawn and recommendations were made regarding practice, future study and policy.
First, the findings indicated that principals? collaborative working style with teacher
leaders seems to have positive impact on student achievement. Second, failing to enlist
teacher leaders in a common vision might have a negative affect on student academic
performance. Third, the perceptions of teacher leaders in School 7, School 5 and School
16 reflected a need for the principal to take challenges and seek challenging
opportunities to change and grow. Fourth, recognizing teacher leaders? contributions and
celebrating team accomplishments is likely to have a positive and indirect impact on
school academic performance. Fifth, schools that had higher principal self and observer
LPI scores tended to have better TAKS scores. Last, the findings from the study
complement studies of the effects of site-based management teams. The positive impact
of ?Enabling Others to Act? and ?Inspiring a Shared Vision? on student achievement
implies that distributed leadership is most likely to contribute to school improvement
and to build school capacity for improvement.
Advisors/Committee Members: Hoyle, John (advisor), Torres, Mario (committee member), Webb-Johnson, Gwendolyn (committee member), Zellner, Luana (committee member).

► Some research suggests that development of professional learning communities might be the organizational strategy that could make school reform more successful. While most schools have…
(more)

▼ Some research suggests that development of professional learning communities
might be the organizational strategy that could make school reform more successful. While
most schools have not institutionalized the essential components of learning organizations,
studies have demonstrated that these attributes must be developed if professional staffs are
to realize the full benefit of organizational learning and in the process, create a context of
improvement.
The primary intent of this study was to learn and understand how principal
behaviors influenced the development of shared leadership, shared vision, and supportive
conditions; three essential dimensions of professional learning communities. Secondly, this
study investigated how these conditions differed among schools which have and have not
sustained high levels of student learning.
Understanding the influence of principal leadership on conditions for organizational
learning can be partially understood through either quantitative or qualitative methods.
From this perspective, the mixed methods design utilized in this study allowed both qualitative and quantitative data to be analyzed and interpreted as evidence in
understanding the study's problem.
Principal and teacher focus-group interviews were used to create a deeper
understanding of how principals worked to create conditions for organizational learning.
Kouzes and Posner's (2002) Leadership Practices Inventory - Self and Observer Forms
were utilized to identify, describe, and measure the perceived leadership practices of
principals.
The findings of this investigation suggest that principal leadership is a key factor in
creating conditions for organizational learning and sustaining high levels of student
achievement. Principals in this study who effectively identified and modeled espoused
values were perceived to be highly visionary and appeared more effective at sharing
leadership, inspiring vision, and creating supportive conditions. Principals who were able
to develop a shared vision among staff created strong collaborative cultures characterized
by an uncompromised focus on student learning. The findings of this study also indicated
that principals who effectively Model the Way, Inspire a Shared Vision, and Enable Others
to Act, distributed leadership among staff and demonstrated a systems orientation to
leading.
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Zellner, Luana (committee member), Larke, Alvin (committee member).

► The purpose of this study was to determine what leadership responsibilities principals of successful middle level schools in Texas perceived as most essential to student…
(more)

▼ The purpose of this study was to determine what leadership responsibilities
principals of successful middle level schools in Texas perceived as most essential to
student achievement. The study was also intended to reveal how closely these principals?
leadership responsibilities align with the literature.
The Texas Academic Excellence Indicator System (AEIS) data were analyzed
from 2005 to 2008. From this data, middle school campuses with 500 or more students, a
free and reduced lunch rate greater than 50%, and AEIS ratings of ?exemplary? three of
four years were identified. Thirty-nine campuses met the criteria and 15 of the principals
agreed to serve as the expert panel.
Using a modified Delphi technique, panelists completed a 26-item questionnaire
and an open-ended comments section. This comprised Round One of the study. Data
were analyzed for mean, median, standard deviation, and inter-quartile range (IQR).
Unique questionnaires were developed based on panelist responses from Round One.
Panelists were to review their responses to questions falling outside of the IQR and were able to change or maintain their responses after reviewing the data. Panelists repeated
this procedure reviewing all questions with responses outside the IQR for Round Three.
The major findings of this study revealed many of the critical leadership
responsibilities are supervisory and not instructional. The five leadership responsibilities
(ties are denoted) perceived by panelists as most critical to student achievement were:
(1) ethical behavior,
(t2) collaborative processes,
(t2) visibility,
(t3) collective vision,
(t3) high expectations,
(t3) instructional supervision,
(4) professional development, and
(5) intellectual stimulation.
Through all three rounds, ethical behavior was identified as the most critical leadership
responsibility.
The findings of this study may potentially impact hiring practices of middle level
campus leaders as well as their certification programs and professional learning
opportunities. It is recommended principal preparation programs require an ethics
course, and school districts provide annual ethics training for leadership teams.
Additional professional learning should include team and collaboration building. Finally,
based on the literature, it was recommended a principal certification specifically for
middle level leaders be offered and/or middle level course work be included in the
principal certification program.
Advisors/Committee Members: Hoyle, John (advisor), Kracht, James (committee member), Cole, Bryan (committee member), Collier, Virginia (committee member).

► The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable…
(more)

▼ The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement.
In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed.
A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement.
In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed.
A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a CFA. Results indicated that a two-factor structure model has significantly better data-model fit compared with the originally hypothesized six-factor model. A structural equation model was constructed based on the two-factor model and relationships between each latent variable and student performance were analyzed. Results of this study did not reveal a significant relationship between the latent constructs and student performance, as measured by the leadership practices and responsibilities perceived by participating superintendents and the Texas Assessment of Knowledge and Skills, a criterion referenced test used in Texas to assess primary and secondary student skills in reading, writing, mathematics, science, and social studies.
Research articulates the role and responsibilities of the superintendent as the educational leader of a school district with evidence regarding effective leadership skills within the context of…
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Torres, Mario (committee member), Murphy, Tim (committee member).

► This naturalistic study focused on the perceptions of leadership and student performance in science from campus leaders in three purposefully selected secondary campuses of ninth…
(more)

▼ This naturalistic study focused on the perceptions of leadership and student performance in science from campus leaders in three purposefully selected secondary campuses of ninth through twelfth grades. Each school had experienced an improvement in student passing rates on the science TAKS test that exceeded the state?s percent improvement in passing rates for the past three years and had a record of improving science TAKS scores for the period of 2003 to 2008 exceeding fifteen percentage points.
The qualitative research technique of multi-case studies design was used. Data was collected through semi-structured, in-depth interviews with four campus leaders from each of the selected schools. These campus leaders included campus administrators, science department chairs, and grade-level team leaders. A framework of transformational leadership was utilized in the analysis of the data generated from the interviews.
The perception from the campus leaders was that leadership has a positive impact on student success in science. The findings indicated perceptions of leadership from the campus leaders had certain leadership practices in common. These included (a) clear vision and goals from the campus principal, (b) high performance expectations for teachers and students from administrators and science department leaders, (c) encouragement and support from campus administrators and science department leaders to develop new programs to address problem areas, (d) emphasis on collaborative teams, and (e) open door policy from administrators.
Advisors/Committee Members: Collier, Virginia (advisor), Hoyle, John (advisor), Egan, Toby (committee member), Kelly, John (committee member).

► The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high…
(more)

▼ The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high school dropouts living in the United States today. The purpose of this study was to compare and analyze potential dropout variables between two groups of senior students at a local high school.
This study included 228 senior students who were identified within two groups: on-track for graduation and not-on-track for graduation based on state exit exam results. A student questionnaire and student records were used to gather data. The study included descriptive, multivariate, and analysis of variance to determine the relationship of variables between the two groups that may lead to increased probability of students belonging to either group.
Findings from the study suggested the following:
1.Not-on-track students desired more assistance from their school in educational development and planning.
2.On-track students had higher mean averages in academic scores.
3.Not-on-track students had fewer mothers, more children, and more adults living in the family home and were less represented in extracurricular activities.
4.Not-on-track students endorsed more negative responses about themselves.
Research suggests that state exit exam requirements for graduation most likely do not cause additional student dropouts; however, research shows that exit exams may be the tipping factor for many students to ultimately drop out. Thus, exit exams can possibly increase student dropouts. The not-on-track students in this study may be at their tipping point. The results from this study show on-track students have fewer dropout factors within their group and higher academic averages than students in the not-on-track group.
The following recommendations are based on the study:
1. Further research should be conducted that uses a student need's assessment instrument but includes former students who dropped out.
2. A study that concentrates on student's feelings of their school should be conducted at the middle school grade levels.
3. A study comparing responses of students versus responses of teachers could shine light on the school environment.
Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (committee member), Torres, Mario (committee member), Briers, Gary (committee member).

Verstuyft, L. C. (2010). Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Web. 07 Jun 2020.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Verstuyft LC. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

10.
Tresslar, Christopher A.The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.

► The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of…
(more)

▼ The focus of this study was to examine the relationship between principal
ethnicity and other chosen demographics (community type of the school, average years
of teacher experience, and percent of students qualifying as economically disadvantaged)
and student achievement as measured by the Texas Education Agency?s (TEA?s)
accountability rating system in predominantly Hispanic public high schools in Texas.
The study sought to identify causal factors in relation to campus accountability rating
and principal ethnicity in an effort to determine if principal ethnicity had an impact on
student achievement in predominantly Hispanic public high schools in Texas.
The study examined data obtained from the Texas Education Agency for the
2007-2008 school year. There were 335 schools that met the criteria set forth for the
study. The findings of the study stated there was no statistically significant relationship
between principal ethnicity and student achievement as measured by the TEA?s accountability system. There were some significant statistical findings in relation to
principal ethnicity, accountability rating and indicators of community type of school,
years of teacher experience, and percent of students qualifying as economically
disadvantaged. Moderate relationships were found between community type and
accountability rating and between community type and ethnicity of the principal. There
were also significant relationships found between accountability rating and average
years of teacher experience as well as principal ethnicity and percent of students
qualifying as economically disadvantaged. There was no significant finding between
principal ethnicity and average years of teaching experience. There was also no
significant finding in relation to accountability rating and percent of students qualifying
as economically disadvantaged.
The growing number of Hispanic students entering schools is leading to more
campuses becoming predominantly Hispanic in student population. The achievement
gap between Hispanic students and White students has continued to be an ongoing
problem and important issue. The findings of this study show that ethnicity of the
principal does not have an impact on student achievement in predominantly Hispanic
public high schools in Texas. Hiring administrators should focus on hiring school leaders
who possess identified characteristics that lead to improved student achievement.
Advisors/Committee Members: Hoyle, John (advisor), Torres, Mario (committee member), Welch, Ben (committee member), Collier, Virginia (committee member).

Tresslar, C. A. (2010). The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Web. 07 Jun 2020.

Vancouver:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

11.
McGlothlin, Ross M.The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.

► The purpose of this study was to examine the effect of Scholastic, Incorporated's ReadAbout software system on student achievement in the subject of reading. The…
(more)

▼ The purpose of this study was to examine the effect of Scholastic, Incorporated's
ReadAbout software system on student achievement in the subject of reading. The study
assessed the relationship between the amount of time third and fourth grade students
spent utilizing the program and their scale scores on the Texas Assessment of
Knowledge and Skills (TAKS) reading test, as reported in student records of third and
fourth graders at Comal Independent School District, Texas. Additionally, the study
attempted to determine possible differences among students for the variables of gender,
primary language of learning, and socio-economic status, as reported in student records
of third and fourth graders at Comal Independent School District, Texas.
For the purpose of this study, school and student performance analysis included
only the nine elementary schools in the Comal Independent School District that served
third and fourth grade students during the 2007-2008 school year. The student population under study consisted of a total of 585 third graders and 792 fourth graders
(1377 total students).
The research findings of this study include the following:
1. There was a statistically significant relationship between the amount of time
that both third grade and fourth grade students spent using the ReadAbout
software system and their performance on the third and fourth grade TAKS
reading tests.
2. No statistically significant relationships were determined for gender or socioeconomic
status when the amount of time individuals in each subpopulation
spent using ReadAbout and the students' TAKS reading test scale scores were
compared. However, in the analysis for primary language of learning, a small
group of Spanish-speaking students who used ReadAbout for more than 16.5
hours prior to taking the test outperformed their English-speaking peers in the
same usage category, and this difference did prove to be statistically
significant.
Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (advisor), Larke, Alvin (committee member), Anderson, Terry (committee member).

McGlothlin, R. M. (2010). The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McGlothlin, Ross M. “The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.” 2010. Web. 07 Jun 2020.

Vancouver:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

12.
Canada, Gloria Lou.
The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.

► This study examined the influence of social workers placed at the elementary school level, who work with low-socioeconomic families. The intent of the study was…
(more)

▼ This study examined the influence of social workers placed at the elementary
school level, who work with low-socioeconomic families. The intent of the study was
to examine the role of the social worker, at identified Title I elementary schools, on
parent involvement.
Research Question 1 asked, ?What influence do the family specialists have in
family involvement as reported by parents and family specialists at the identified Title
I elementary schools in the North East ISD, in San Antonio, Texas?? The results of
this study strongly support that the family specialist on the campus did have a positive
influence on parents getting involved at their child?s school. Research Question 2
asked, ?What selected variables influence parental involvement as reported by parents
and family specialists, who are participants of the Parent Academy at the selected
Title I elementary schools in the North East ISD, in San Antonio, Texas?? The results
of this study strongly supported that the variables of open communication between
home and school and the school being inviting to parents are positive factors in getting parents involved. Research Question 3 asked, ?What influence do community
agencies have in assisting with the needs of families, as reported on the end-of-year
summary sheets by the family specialists at the selected Title I elementary schools in
the North East ISD, in San Antonio, Texas?? The results of this study showed that
data procedures were inconsistent among the family specialists in the North East ISD.
Data concerning the use of social service agencies was incomplete. No standard
procedures are in place for tracking services provided to families. Research Question
4 asked, ?What influence do parents have on determining the classes set forth for the
Parent Academy, as reported by the parents and family specialists who are participants
of the Parent Academy at the selected Title I elementary campuses in the North
East ISD in San Antonio, Texas?? The results of this study strongly suggested that
both parents and family specialists feel the parents have a voice in choosing the
classes provided for them by the family specialists.
Advisors/Committee Members: Hoyle, John (advisor), Larke, Alvin (committee member), Torres, Mario (committee member), Trevino, Julian (committee member).

Canada, G. L. (2009). The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2053

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2053.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Web. 07 Jun 2020.

Vancouver:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

13.
Newman, Donna M.The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.

► This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East…
(more)

▼ This study determined the impact of downsizing on student achievement as
reported in the AEIS database for the 10 downsized elementary schools in North East
Independent School District (NEISD). Ten existing elementary schools lost students
and teachers to four new schools that opened in 2005. Conclusions have been made
regarding the impact of downsizing at these ten existing feeder schools on student
achievement.
The population of this study were students enrolled in third, fourth, and fifth
grades at the ten downsized elementary campuses. Research questions were analyzed
using an Independent Sample t test and the Pearson Product Moment Correlations to
examine whether there was a significant difference between the variables and student
achievement and correlations between student achievement and changes in teacher
demographics. Based on the findings of this study, the following recommendations
are provided: 1. Total tested student population and White subpopulation TAKS scores
returned statistically significant improvement at the ten elementary
campuses in the area of reading ?met standards? after downsizing.
2. The Hispanic subpopulation returned statistically significant improvement
in the area of reading ?commended performance? after downsizing.
3. The overall tested student population and the Hispanic subpopulation
returned statistically significant in the area of mathematics ?met standards?
after downsizing.
4. The overall tested student population and the Hispanic and White subpopulations
returned statistically significant improvement in the area of
mathematics ?commended performance? after downsizing.
5. The African American subpopulation was the only population in this study
whose student achievement mean declined from 2005 to 2006 in the areas
of reading ?met standards? and mathematics ?commended performance.?
6. The African American subpopulation was the only population in this study
to show a significant negative correlation between teacher years of experience
and student achievement in ?commended performance? for reading
and mathematics prior to downsizing.
Advisors/Committee Members: Collier, Virginia (advisor), Hoyle, John (advisor), Dooley, Kim (committee member), Larke, Alvin (committee member).

Newman, D. M. (2009). The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2055

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2055.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newman, Donna M. “The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas.” 2009. Web. 07 Jun 2020.

Vancouver:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newman DM. The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2055

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The purpose of this study was to assess the management of volunteers through self-perceptions of Texas 4-H volunteers. This research was an on-line questionnaire designed…
(more)

▼ The purpose of this study was to assess the management of volunteers through
self-perceptions of Texas 4-H volunteers. This research was an on-line questionnaire
designed to assess volunteers? attitudes toward recruitment, orientation, training,
resources, utilization, motivations for continuation of service, and recognition.
The population was volunteers enrolled in the Texas 4-H Program during the
2007-2008 program year. The census included 711 Texas 4-H volunteer respondents.
This study used a questionnaire designed by the researcher and a team of faculty and
staff at a major land grant university and a demographics questionnaire. SPSS? 16.0 for
Windows? was used to analyze the data.
The study revealed that most Texas 4-H volunteers are oriented and trained in
their roles and responsibilities as a volunteer, have additional opportunities for training
in their role as club managers or project leaders, have the resources necessary to fulfill
their role, and are recognized for their contributions to the Texas 4-H Program.
However, as with any program, there is room for improvement. Respondents indicated a need for curriculum development in volunteer and club
management. Additionally, 83% of volunteers began volunteering because they had
children or family enrolled in the 4-H program; however, volunteers are motivated to
continue to serve as volunteers because they want to help youth and support youth
development, the 4-H program, agriculture, and family and community development.
Respondents indicated they chose to discontinue serving as a 4-H volunteer due to lack
of county Extension staff support, lack of time, children aging out of the program, and
burnout.
The following recommendations for action were based on the findings and
conclusions of this study. Volunteer orientation and training programs should become an
integral part of all county 4-H volunteer management programs. Curriculum should be
developed in the areas of volunteer and club management. In addition, all volunteers
should be recognized for their contributions to the program. Orientation, training, and
recognition of 4-H volunteers will provide opportunities for volunteers to build an
affiliation for the Texas 4-H program, and in turn, motivate volunteers to continue to
serve the 4-H youth development program.
Advisors/Committee Members: Cummings, Scott R. (advisor), Boleman, Christopher T. (committee member), Hoyle, John R. (committee member), Lockett, Landry L. (committee member).

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

15.
Cortez-Rucker, Vance.
The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas.

► The State of Texas accepted the Effective School Research model and its correlates as a way of determining whether the state?s schools are effective. This…
(more)

▼ The State of Texas accepted the Effective School Research model and its
correlates as a way of determining whether the state?s schools are effective. This
included all juvenile justice alternative educational facilities.
The purpose of the study was to assess the relevance of the Effective School
Correlates to alternative educational settings for students in a correctional system as
identified by the teachers and administrators in selected charter schools in Harris
County, Texas.
Secondly, the study was to suggest modification to the Effective School
Correlates to make them relevant to an alternative educational setting for students in the
correctional system in selected charter schools in Harris County, Texas.
The literature revealed a potential lack of fit between the Effective School
Correlates as the ?Key Characteristic of Effective Schools? and their relevance to the context of alternative schools for students in the correctional systems. This study led to
the postulation that the Effective School Correlates as written may need altering to meet
the needs of the specialized correctional school setting. However, it is not clear what
shape or direction this alteration would take.
Findings of this study indicated that problems existed with the application of the
Correlates as they related to the selected Charter Schools in Harris County, Texas. The
population size limited the study and caution should be taken not to over-generalize the
data.
Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (committee member), Larke, Alvin (committee member), Slater, Robert (committee member), Zellner, Luana (committee member).

Cortez-Rucker, V. (2009). The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2482

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cortez-Rucker, Vance. “The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas.” 2009. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2482.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cortez-Rucker, Vance. “The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas.” 2009. Web. 07 Jun 2020.

Vancouver:

Cortez-Rucker V. The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2482.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cortez-Rucker V. The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2482

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

16.
Guerra, Veronica Fanelle.
Investigating academic performance between Hispanic pre-kindergarten students enrolled and not enrolled in a structured literacy program in selected elementary schools.

► The purpose of this study was to examine the impact on the academic performance of Hispanic pre-kindergarten students after participating in a three year structured…
(more)

▼ The purpose of this study was to examine the impact on the academic
performance of Hispanic pre-kindergarten students after participating in a three year
structured literacy program compared to the academic performance of Hispanic prekindergarten
students not in a structured literacy program in selected elementary schools
in the Laredo Independent School District in Texas. This study?s objective was to
determine if participation in a structured literacy program is beneficial. This study will
provide information and direction for district educators and school leaders contemplating
the benefits of a three year old pre-kindergarten program at all district campuses.
The researcher?s hypothesis that young Hispanic children, given the opportunity
to attend a three year old structured literacy program, will acquire literacy skills and
perform academically above what is normally is expected for this age group, is
supported by literature and studies reviewed.
Key to the purpose of this study is the understanding that as children grow and
develop in today?s competitive society, literacy is important because it provides a foundation for life-long learning. For that reason it becomes necessary to educate all
children at an early age. Given that in today?s volatile educational system, a
comprehensive early childhood program has not been adopted much less one that
focuses on pre-literacy and literacy skills; it is vital to examine the possible benefits.
Currently, school districts and private institutions allow children to enter a kindergarten
at different levels of literacy development and reading readiness; this is even truer for
today?s divergent and burgeoning Hispanic population. Based on research, students tend
to fare better, both short-term and long-term when allowed to enter an early educational
setting. While no specific program is identified as key to this success, it only stands to
reason that one that is structured and that has a well defined curriculum would fare
better.
Conclusions from this study provide data reflecting a need to provide an early
pre-literacy program, improvement of teacher training, and greater parental involvement.
It is this researcher?s contention that schools benefit from further research regarding the
implementation of like programs in other geographic regions and with other participants.
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Greybeck, Barbara (committee member), Salinas, Claudio (committee member), Torres, Mario (committee member).

► The purpose of this study was to examine moral judgment of public school superintendents in Texas when faced with moral dilemmas. The Defining Issues Test-2…
(more)

▼ The purpose of this study was to examine moral judgment of public school
superintendents in Texas when faced with moral dilemmas. The Defining Issues Test-2
was used to measure levels of moral judgment. A demographic survey was also used in
order to examine the relationship between moral judgment levels and certain
demographic variables.
A stratified random sample of all public school superintendents based on district
size were surveyed. Surveys were mailed to 200 small districts, 100 medium districts,
and 50 large districts. A total of 104 superintendents participated in this study. T-test
for independent samples, one-way analysis of variance, and linear regression were used
for purposes of data analysis. An alpha level of .05 was used as the level of significance.
Data were entered and manipulated using the Statistical Package for Social Sciences
software.
Results of the study indicated no statistically significant relationship existed
between the superintendent?s moral judgment level and certain demographic variables using t-test and analysis of variance measures. However, results from the linear
regression showed that four of the independent variable subgroups contributed to moral
judgment levels. The four independent variable subgroups were respondents who had
served 16-20 years as a superintendent, who had served 16-20 years in his or her current
district, who had a salary in the 50,000-74,999 range, and whose ethnicity was
Hispanic.
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Larke, Jr., Alvin (committee member), Torres, Mario (committee member).

► The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this…
(more)

▼ The purpose of this study was to assess the impact of the high-stakes
standardized test movement in Texas secondary schools. The method to accomplish this
task was to compare the perceptions between Texas secondary school administrators and
supporters, critics, and researchers of high-stakes testing. Out of 400 potential
respondents randomly selected from 2005-2006 membership list of Texas Association of
Secondary School Principals, 178 administrators participated in an electronic survey to
rate the extent to which 31 statements derived from supporters, critics, and the
unintended consequences of high-stakes testing as reported by researchers in current
literature.
Means, standard deviations, and frequencies were used to make assumptions
about perceptions of secondary administrators. Independent t-tests were conducted to
test for possible perception differences between groups identified in the study.
Independent groups examined in this study included: Gender (Male and Female), Years
of Administrative Experience (1-4 years vs. 15 or More Years), Campus Classification (Large vs. Small), and Current Campus Rating (Exemplary and Recognized vs.
Academically Acceptable). Using an alpha level of .05 to establish significance, t-tests
suggest that significant differences exist between large and small school administrators
on statements 5 and 7. Further, significant differences exist between male and female
administrators on statements 4 and 5.
The findings of this study seem to suggest that Texas secondary principals
strongly support the following statements:
1. No high-stakes decision such as grade retention or graduation should be
based on the results of a single test.
2. Educators are making use of student performance data generated by highstakes
tests to help them refine programs, channel funding, and identify roots
of success.
3. High-stakes tests have helped focus public attention on schools with lowachieving
students.
4. The public display of high-stakes test scores motivates administrators.
5. High-stakes testing has resulted in a loss of local control of curricula.
6. The implementation of high-stakes testing has been a catalyst for increased
attention to students with special needs.
7. Doing poorly on high-stakes tests does not lead to increased student effort to
learn.
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia S. (committee member), Torres, Mario S. (committee member), Zellner, Ronald, D. (committee member).

▼ ABSTRACT
District Superintendent and School Board President Perceptions regarding Leadership Characteristics for Superintendents of Texas Schools. (December 2009)
Kenneth Lee Groholski, B.S., Sam Houston State UniversityM.Ed., Tarleton State University
Chair of Advisory Committee: Dr. John R. Hoyle
The purpose of this study was to compare the perceptions of Texas Public School superintendents and school board presidents on the importance of leadership characteristics of the superintendency.
The questionnaire used in this study was developed by Dr. Douglas D. Wilson and modified by the researcher. Responses to a Likert Scale instrument and a nominal ranking of ten leadership characteristics were solicited from superintendents and school board presidents of Texas public schools. The population was superintendents and school board presidents from Texas Public Schools. The population was divided into large school districts (>10,000 students) and small school districts (<10,000 students).
Data was then generated regarding the respondent?s perceptions of leadership characteristics. Descriptive statistics and Mann-Whitney Tests for differences were used to determine if possible significant differences exist in the data. Results were reported using the Statistical Package for Social Sciences (SPSS 14.0).
Major findings of the study suggest:
1. Superintendents may view the importance of instructional leadership, prior work experience in education, and effective school board relations significantly higher than school board presidents.
2. Superintendents of small schools may view the importance of instructional leadership, prior work experience in education, and effective school board relations significantly higher than school board presidents of small schools. Conversely, school board presidents of small schools may view the focus on professional development significantly higher than superintendents of small schools.
3. Superintendents of large schools may view the importance of instructional leadership, comfort with media relations and politics, and effective school board relations significantly higher than school board presidents of large schools.
4. Regardless of school size, superintendents and school board presidents appeared to be in agreement concerning the three least important superintendent leadership characteristics.
Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia S. (committee member), Zellner, Luana J. (committee member), Skaggs, Chris L. (committee member).

► The purpose of this study is to measure the effects of the Leadership Inspiration Facilitation Team (LIFT) program on the life effectiveness and locus of…
(more)

▼ The purpose of this study is to measure the effects of the Leadership Inspiration
Facilitation Team (LIFT) program on the life effectiveness and locus of control of a
group of sixth grade students at Schultz Middle School. The participants consisted of 36
sixth grade students, ages 10 to 12 years, from a single public middle school. The
participants attended a two-day summer adventure-based ROPES camp.
The Review of Personal Effectiveness and Locus of Control (ROPELOC)
instrument was administered at the beginning (pre-test), the end (post-test), and six
months later (follow-up). The twelve domains of life effectiveness have been identified,
including active involvement, cooperative teamwork, leadership ability, open thinking,
quality seeking, self confidence, self efficacy, social effectiveness, stress management,
time efficiency, coping with change, and overall effectiveness. Two domains of locus of
control were identified: external and internal. Composite ROPELOC, subscale, and
gender data were all analyzed using t-tests of independent samples.
The analysis showed no significant improvement in participants? composite
ROPELOC score between the pre, post, and follow-up. However, there was an increase
between the pre and post, although the increase was not at a significant level. Significant increases in participants? scores were found in three of the 14 ROPELOC subscales:
cooperative teamwork, coping with change, and external locus of control. Significance
for cooperative teamwork was found between the pre-test and post-test. Significance for
coping with change and external locus of control was found between the pre-test and
follow-up, as well as between the post-test and follow-up using a significance of .05.
Gender was found to have made no difference in composite ROPELOC scores.
Participants in the LIFT summer program have increased self-perceptions of life
effectiveness at the immediate conclusion of the program. The degree of significance has
yet to be determined, and the length of significance is still in question. Researchers
maintain that positive youth development is a complex myriad of interventions. Positive
youth development has taken a proactive shift to promote healthy development outcomes
for all youth, in addition to reducing long-term negative outcomes of at-risk youth and
has emerged into its own as an independent field of study. In addition, positive youth
development is resulting from the combination of several factors that lead to the
development of more comprehensive models and the development of programs which
address multiple behaviors and that involve families and community.
Advisors/Committee Members: Hoyle, John R. (advisor), Welch, Ben D. (committee member), Collier, Virgina S. (committee member), Torres, Mario S. (committee member).

► The purpose of this study was to examine the perceptions of high school principals? regarding the impact of a high stakes accountability system on instructional…
(more)

▼ The purpose of this study was to examine the perceptions of high school principals? regarding the impact of a high stakes accountability system on instructional practices. The study assessed the differences in perception and influencing factors about the impact of a high stakes accountability system between and among high school principals based on campus ratings and selected demographic variables.
The data for this quantitative study were obtained from a 59-question survey instrument given to high school principals from 37 school districts selected from Region I of the Texas Education Service Center and 42 school districts selected from Region XX of the Texas Education Service Center. The researcher collected 92 completed surveys, or 72% of the sample.
An analysis of the data found that high school principals did indicate perceived changes to some instructional practices. The data showed a perceived increase in the use of problem-solving activities, open response questions, writing assignments, creative/critical thinking questions, peer or cross-age tutoring, interdisciplinary instruction, facilitating/coaching, collaborative/team-teaching, modeling, cooperative learning/group work, computers/educational software, calculators, computers, internet and/or on-line research service, lab equipment, and manipulatives. Principals also indicated a perceived decrease in the use of work sheets, true-false questions; textbook based assignments, lecturing, and the use of textbooks. In addition, the data showed that high school principals' perceived changes to instructional practices were influenced most by two factors: an "interest in avoiding sanctions at my school," and an "interest in helping my students attain TAKS scores that will allow them to graduate."
The information obtained from this study can be used by researchers, educators and all stakeholders to ensure implementation of instructional practices leading to student achievement on high-stakes tests.
Advisors/Committee Members: Hoyle, John R. (advisor), Gonzalez, Humberto (advisor), Collier, Virginia S. (committee member), Torres, Mario S. (committee member), Guerra, Cathy (committee member).

Cruz, G. G. (2011). The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cruz, Gerardo G. “The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals.” 2011. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cruz, Gerardo G. “The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals.” 2011. Web. 07 Jun 2020.

Vancouver:

Cruz GG. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cruz GG. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The purpose of this study was to investigate possible relationships between school district characteristics and bond underwriter costs for Texas independent school districts. Bond data…
(more)

▼ The purpose of this study was to investigate possible relationships between school district characteristics and bond underwriter costs for Texas independent school districts. Bond data for all school districts issuing bonds in the five-year period 2004 ? 2008 was collected from the Texas Bond Review Board. School district information, including financial, socio- economic/ demographic, debt, and managerial information, was collected from those same districts.
The data was analyzed using both descriptive and inferential statistical methods. Descriptive statistics were developed on both bond issue and bond issuer data. Relationships between issue costs and school district characteristics were then examined using multiple regression and factor analysis. Results indicate that, in general, larger districts have an advantage over smaller districts, with underwriter costs generally lower in larger districts. Results also offer modest support for the hypothesis that underwriter fees are related to financial, socio-economic/demographic, debt, and managerial characteristics of school districts.
Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (committee member), Rolle, R. Anthony (committee member), Strawser, Robert H. (committee member).

► The purpose of this study was to identify school districts in the state of Texas that would be considered efficient based on the modified quadriform…
(more)

▼ The purpose of this study was to identify school districts in the state of Texas that
would be considered efficient based on the modified quadriform model, and to identify
alterable school characteristics most associated with those efficient schools. The
researcher used data from the 2003-2004 Texas Academic Excellence Indicator System
in this analysis. Texas school districts that had low expenditures with high student
output were classified as efficient.
There were two stages to the modified quadriform analysis. In stage one the
relationship between input and output was evaluated by two separate linear regressions.
The input regression modeled total per pupil expenditure for the district regressed
against unalterable school characteristics such as total district enrollment, percentage of
economically disadvantaged students, percentage of special education students,
percentage of minority students, and local tax base value per pupil. In the output
regression six different measures of student outcomes were regressed against the same
unalterable characteristics. The measures of student achievement used were the
percentage of all students passing the math and reading Texas Assessments of Knowledge and Skills, graduation completion rate, percentage of students taking the
Scholastic Aptitude Test and the ACT Test, and the mean scores on the Scholastic
Aptitude Test and/or ACT Test. Once the efficient school districts were identified using
the positive and negative residuals from the regressions, a discriminant analysis was
conducted to determine what alterable characteristics had the most significant
relationship with the different student outcome measures.
Just over 32% of Texas School Districts would be considered efficient in this
model, and the number of students per teacher has a significant relationship with the
output measures of mean SAT and ACT scores, district completion rate, and Texas
Assessment of Knowledge and Skills scores in both math and reading. The data also
showed that the percentage of expenditures at central administration was least associated
with mean Scholastic Aptitude Test and ACT scores along with district completion rate.
This study was intended to be a descriptive ??????bird??????s eye?????? view of efficiency in the Texas
system, the researcher believes that this initial study will be a catalyst for more focused
research using this production function method of measuring efficiency, and that one day
it may lead to an operational definition of efficiency in the Texas system.
Advisors/Committee Members: Hoyle, John R..

► School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four…
(more)

▼ School leadership provides a critical bridge between student success initiatives
and their impact on students in Texas schools. This study, which was one of four
cohort studies conducted concurrently in Region V Education Service Center (ESC),
Texas, examined the relationship between student performance, as measured by the
Texas Assessment of Knowledge and Skills (TAKS), and leadership practices of
elementary school principals in Region V ESC schools.
The investigation procedures for this study involved an analysis of the responses
from principals and site-based decision making (SBDM) committee members from
their respective campuses to the Leadership Practices Inventory (LPI) developed by
Kouzes and Posner (2003) which evaluates the use of five identified leadership
practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable
Others to Act, and Encourage the Heart. Student performance information for the
participating elementary campuses was obtained from the Texas Education Agency
Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of
elementary principals and the academic success of students as measured by the Texas
Assessment of Knowledge and Skills (TAKS). However, a relationship between these
variables is strongly supported by the literature. The data were an indication that
Region V elementary principals embrace the leadership practices identified by
Kouzes and Posner at least moderately (between the 30th and 69th percentile) or at a
higher level (70th percentile or above).
As a group, the principals in this study rated themselves higher overall in regard
to perceived leadership practices than did their observers, but only significantly
higher on three of the five individual practices. Principals and their observers agreed
that the practice Enable Others to Act was the most frequently noted followed by the
practices Model the Way and Encourage the Heart. The practices with the least
reported frequency were Challenge the Process and Inspire a Shared Vision. Further
analysis of the data showed that the demographic variables of gender, ethnicity, age,
and years of experience in the field of education did not have an effect on survey
responses of the study participants.
Advisors/Committee Members: Hoyle, John R..

► To anyone who wishes to work in educational administration, having a clear understanding of how one perceives others, how one is perceived, and how one…
(more)

▼ To anyone who wishes to work in educational administration, having a clear understanding of how one perceives others, how one is perceived, and how one interprets what one perceives is a great advantage in relating to many different kinds of people (Owens, 1995, p. 40). Schoonover (1988, p. vi) stated, "Interpersonal skills are the basis for all management practices. They represent the foundation for productive work and employee satisfaction." The degree to which school principals possess interpersonal skills could be pivotal in the creation of a school climate conducive to student success. Unfortunately, research findings are very limited in clarifying high school principals' interpersonal skills. Thus, the research is vital in the investigation of the perceived relationship between principals' interpersonal sensitivity and the perceptions of the campus improvement teams of the principals' interpersonal sensitivity. Research is needed to add to the theoretical and practical dimensions of the principal's interpersonal skills. This study utilized a blend of descriptive research methods and naturalistic inquiry to gain insight into the differences between the principal's perception of his own interpersonal sensitivity and the perceptions of his campus team members. An important implication of the study was that awareness of the differences in perception between the principal and the campus team members is an important step in the development of interpersonal skills for the principal. The findings of the survey instrument showed that there were differences in the self-assessments of the principals and their respective campus teams' assessment of their interpersonal sensitivity. Among the differences was overall, the male principals tended to rate themselves higher on the instrument than did their campus teams and the female principals tended to be rate themselves lower than did their campus teams. The ability to perceive the needs of others and affect their behavior is essential in leadership. Being aware of the skills of interpersonal sensitivity is the first step to putting into practice the theories of management, motivation, and decision making.
Advisors/Committee Members: Hoyle, John R..

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

26.
Maldonado, Wanda.
The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools.

► The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by…
(more)

▼ The purpose of this study was to determine if the intervention of attending public
school pre-kindergarten reflected an impact on student achievement as measured by
third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender,
English language learner status, socio-economic status, and the language of the test. To
determine this impact, the performance of third grade students who attended prekindergarten
in 10 selected elementary schools in San Antonio was compared to
students in these same schools who did not attend pre-kindergarten.
Quantitative techniques and analyses were used to illustrate data collected from
the research sample. A t-test for independent means was used for Research Questions1
and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data
as a function of gender, English language learner status, socio-economic status, and the
language of the test in Research Question #3. Findings in the study included the following:
1. There was statistical significant difference on third grade TAKS reading
scores among the students who attended pre-kindergarten.
2. There was statistical significant difference on third grade TAKS math scores
among the students who attended pre-kindergarten.
3. There was no statistical significant difference on third grade TAKS reading
or math among the students who attended or did not attend pre-kindergarten based on
gender, socio-economic, English language learner status, and the language of the test.
Advisors/Committee Members: Collier,Virginia, Hoyle,John.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maldonado W. The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85921

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

27.
Shidemantle, Steven Paul.
Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006.

► This exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983…
(more)

▼ This exploratory synthesis of research was the product of three years of
dissertation research efforts that systematically reviewed 23 years of empirical articles
between 1983 (or its inception) and 2006 from three of the most highly regarded
educational administration journals. Specifically designed to collect investigative data
and information from primary research contained within Educational Administration
Quarterly, the Journal of School Leadership, and the Journal of Educational
Administration; this research synthesis drew upon various research methods to
propose pragmatic insights and proffer an empirically founded response to: What has
the educational administration profession learned from the research efforts that were
independently conducted, presented, and published about the overall connections
between school superintendents and education's technical core -teaching and learning
in schools?
Results from employing meta-analysis, descriptive synthesis, and thematic
synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however,
these connections have evolved from the traditional connections presently maintained
by campus administrators and to new connections that meet the increased
responsibilities and complexities of the superintendents' role. The thematic synthesis,
reinforced by descriptive syntheses, indicated 15 separate superintendent - technical
core constructs that promote new areas for investigation; however, the extent and
strength of these constructs have yet to be determined.
The impact from the next step suggestions for future research indicate that
effects could range from educational administration knowledge base contributions to
refining in-practice standards and professional development programs. The possible
knowledge base contributions, coupled with specific in-practice elements that
demonstrate superintendents' direct impact on the technical core, may be the
necessary raw materials from which a foundational framework that clearly redefines
the superintendent - technical core connections may be forged by scholars and
implemented by district leaders to improve teaching and learning in schools.
Advisors/Committee Members: Hoyle, John R..

Shidemantle, S. P. (2008). Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85923

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shidemantle, Steven Paul. “Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006.” 2008. Thesis, Texas A&M University. Accessed June 07, 2020.
http://hdl.handle.net/1969.1/85923.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shidemantle, Steven Paul. “Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006.” 2008. Web. 07 Jun 2020.

Vancouver:

Shidemantle SP. Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2020 Jun 07].
Available from: http://hdl.handle.net/1969.1/85923.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shidemantle SP. Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85923

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

28.
Bashara, Dana Marie.
The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas.

► The purpose of this study was to examine Levels of Technology Implementation (LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The…
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▼ The purpose of this study was to examine Levels of Technology Implementation
(LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS)
scores. The study assessed the relationship between LoTi ratings and TAKS scores of
3rd, 4th, and 5th grade students as reported in student records at Alamo Heights
Independent School District (AHISD), San Antonio, Texas. The study determined the
degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores
as reported in student records at Alamo Heights Independent School District, San
Antonio, Texas. In addition, the study determined whether a teacher's LoTi scores
impacted students' achievement levels for the variable of socioeconomic status.
School and student performance analysis included only Cambridge and
Woodridge Elementary Schools in the Alamo Heights Independent School District. The
student data in the study came from approximately 278 3rd graders, 268 4th graders, and 283 5th graders (829 total students). A total of 47 3rd, 4th, and 5th grade reading and math
teachers from the two elementary campuses made up the population under study.
The research findings of this study included:
1. There was no significant relationship at the elementary level between teacher
LoTi ratings and TAKS scores for reading and math for grades 3, 4, 5
students.
2. The grade 4 reading analysis results demonstrate that teachers with a higher
LoTi level do impact student achievement on the TAKS test for students
who are in the economically disadvantaged subpopulation.
The following recommendations were made:
1. Additional research is needed to examine how technology is specifically
implemented in both reading and math classrooms at the elementary level.
2. Additional research is needed to examine how staff development on the LoTi
instrument affected classroom practice and teacher responses on the LoTi
survey.
3. Continued support is needed to provide teachers with professional
development regarding the integration of technology as a teaching tool and
repeat the research procedures after this initial year of using the LoTi
instrument.
Advisors/Committee Members: Collier, Virginia, Hoyle, John.

► The purpose of this research was to provide a forecast of financial trends in major intercollegiate athletics over the next 15 years for strategic planning…
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▼ The purpose of this research was to provide a forecast of financial trends in
major intercollegiate athletics over the next 15 years for strategic planning purposes.
This study focused specifically on the trends of revenue generation and cost containment
in the athletic departments of the public institutions in the ACC, Big 12 and SEC
Conferences. Most of these large programs are expected to externally produce a
majority of their fiscal resources and compete at a high level. This forecast is important
because of administrator's increasing difficulty to find the fiscal resources to adequately
subsidize their program. The mixed methods study uncovered the myth that
intercollegiate athletic programs are in great fiscal health and outlined where leaders in
intercollegiate athletics think the future will take us. Over 35 forecasts were identified
through interviews with an intercollegiate athletic conference commissioner and an
intercollegiate athletic consultant and were then rated by a panel of athletic directors
from the aforementioned conferences based on their desirability, impact and likelihood
of occurrence.
After two rounds of a Delphi procedure, it was determined that over half of the
issues, should they occur, would have a high impact. None of the 35 issues were rated as
having no or low impact. One issue was rated as having the highest possible likelihood
of occurrence. The issue was that employee compensation, utility bills, travel costs, and
medical insurance will increase for institutions and athletic departments faster than the general, national rate of inflation. 32 issues were rated as having between a 21-80%
chance of occurring, while two issues were given only a 0-20% chance of occurring
within the next 10-15 years. The first forecasted that football scholarship limits will be
lowered from 85 over the next 10-15 years. The second forecasted that an antitrust
exemption will be implemented over the next 10-15 years for intercollegiate athletics by
the federal government to cap wages. Over one-third of the issues obtained consensus in
two of the three areas rated. Three of the issues obtained consensus in all areas rated.
Advisors/Committee Members: Davis, Ed, Hoyle, John R..

► The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District.…
(more)

▼ The primary purposes of this study were to discover any connections between
leadership effectiveness and collective efficacy from campuses in the Katy Independent
School District. It also was designed to discover other possible connections between
teacher demographic variables and collective efficacy. The research study for leadership
was based on the leadership work of Kouzes and Posner and the survey they created, the
Leadership Practices Inventory (LPI). The collective efficacy piece was based on the
work of Roger Goddard and his work on the collective efficacy survey for school
personnel.
Leadership effectiveness had a low positive correlation on collective efficacy.
All five practices also had a low positive correlation on collective efficacy. These
practices are: Model the Way, Inspire a Shared Vision, Challenge the Process,
Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice
had the highest correlation on collective efficacy.
Each of the practices had breaks at the 30th and 70th percentile groups based on
Kouzes and Posner??????s norming group of approximately 18,000 participants. Schools
scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges.
Schools scoring in the below the 30th percentile group in the Encourage Others to Act
practice were statistically significantly different than those scoring in the middle or
upper groups as well. There were no other practices showing significant differences in
their respective groups.
Most length of employment variables showed a low correlation on leadership
effectiveness and collective efficacy. Length of employment in Katy ISD had a
moderate negative correlation on leadership effectiveness.
The researchers categorize schools as schools with high or low collective
efficacy based on the teacher comments. High collective efficacy schools commented
that they worked as teams and had administrative support. Lower collective efficacy
schools mentioned administrative constraints, home life issues, lower administrative
support, and lower discipline.
The schools were categorized as positive leadership mentioned administrative
support, encouragement, and principals who listened. In more negative leadership
schools, teachers commented about communication problems and minimal rewards.
Advisors/Committee Members: Hoyle, John.